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ERIC Number: EJ833140
Record Type: Journal
Publication Date: 2009
Pages: 27
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0091-5521
Examining the Relationship between Class Scheduling and Student Achievement in College Algebra
Gallo, Michael A.; Odu, Michael
Community College Review, v36 n4 p299-325 2009
This study examines the relationship between scheduling (3-, 2-, and 1-day-per-week classes) and achievement in college algebra. The study is grounded in spacing effect theory, which examines how variations in the frequency and timing of instruction affect student learning, and involves 116 Florida community college students. Regression analyses controlling for student and teacher attributes show that the 1-day-per-week group consistently scores the lowest on unit tests and final examinations. The findings suggest that although many students may prefer intensive courses or compressed schedules that minimize the time they spend on campus, these scheduling options may not be optimal for learning, at least not in mathematics. (Contains 5 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida